Andijon davlat chet tillar instituti

2. how to begin a dialogue, i.e. to ask questions, to make statements etc.
3. how to carry on a conversation, i.e. to start it, to join a conversation, to confirm, to comment using the following words and expressions: well, look here, I say, you see, do you mean to say, and what about,…to tell the truth, I mean to say…
In acquiring necessary habits in carrying on a conversation pattern-dialogues may be helpful. When a pattern-dialogue is used as a unit of teaching there are three stages in learning a dialogue:
1.Receptive: They listen to the dialogue, then read it silently for better understanding
2.Reproductive: Pupils enact the dialogue. Three kinds of reproduction:
a) Immediate. Pupils reproduce the dialogue in imitation of the speech just after they have heard it. The pupils are asked to learn the dialogue by heart for their homework
b) Delayed. They enact the dialogue on persons. Before calling on pupils it is recommended that they should listen to the dialogue recorded again to remind them of how it sounds.
c) Modified. Pupils enact the dialogue with some modifications in its contents. They change some elements in it. Pupils use their own experience while selecting the words for substitutions.
1.Creative: Pupils make up dialogues of their own. They are given a picture or a verbal situation to talk about.
To make the act of communication easier for the pupils the teacher helps them with “props”. The pupil needs props of two kinds: props in content or what to speak about, what to say, and props in form or how to say.
Pupils’ speech may be of two kinds prepared and unprepared. It is considered prepared when the pupil has been given time enough to think over its content and form. He can speak on the subject following the plan made either independently at home or in class under the teacher’s supervision. His speech will be more or less correct and sufficiently fluent since plenty of preliminary exercises had been done before.
The main objective of the learner, however, is to be able to use the linguistic material in unprepared speech.

1. 
   Speak on the text heard
   
2. 
   Discuss a problem or problems touched upon in the text read or heard (to compare the system of education)
   
3. 
   Have an interview with a foreigner (one of the pupils is a Londoner, the classmates ask him various questions and express their opinions on the subjects under discussion)
   
4. 
   Help a foreigner, e.g. to find the way to the main street, or instruct him as to the places of interest in the town.
   

There are of course other techniques for stimulating pupil’s unprepared speech. In conclusion it should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should vary depending on the stage of learning the language.